Accepting Specific Versus Functional Student Responses When Training Chained Tasks

Abstract

Research indicates that sequence errors occur at a relatively high rate when training chained tasks to students with moderate to severe intellectual disabilities. Sequence errors occur when students are required to perform chained tasks in a predetermined specified order. Since near-errorless learning is an important factor when educating these students, formats should be assessed that reduce sequence errors. Reducing sequence errors may be accomplished by allowing a student, during training, to perform a chained task in any order, as long as it is functional (i.e., the result is the same as it would have been had the task been performed in a specific order). This research study indicated that there was a difference in numerous efficiency measures when students acquired chained tasks in a specific order versus a functional order. Data indicate that tasks taught with the functional procedure were acquired in fewer sessions, in less time, and with fewer errors when learned by elementary-aged students with moderate intellectual disabilities.